contentsmonmouthcomprehensive.org.uk/uploads/files/2014-2015 sixth form prospectus cd.pdfenglish...

Monmouthshire Learning NetworkArt and DesignBiologyChemistryClassical CivilisationsDanceDesign and TechnologyDrama and Theatre StudiesEconomics and BusinessEnglish LanguageEnglish LiteratureFrench (see Modern Foreign Languages)GeographyGeologyGerman (see Modern Foreign Languages)HistoryInformation and Communication TechnologyLawMathematicsFurther MathematicsModern Foreign LanguagesMusicMusic TechnologyPhysical EducationPhysicsPsychologyReligious Studies (Philosophy and Ethics)Spanish (see Modern Foreign Languages)Welsh

Vocational Qualifications IntroductionBusiness BTEC Level 3Engineering BTEC Level 3Sports Science BTEC Level 3Health and Social Care BTEC Level 3Business BTEC Level 2Sport BTEC Level 2Health and Social Care BTEC Level 2

Welsh Baccalaureate Advanced DiplomaGCSE Maths and EnglishOpen University CoursesDuke of Edinburgh AwardWorld Challenge

Student statementsThe School DayTerm Dates 2014-2015Sixth Form Uniform PolicySixth Form Results 2010Sixth Form Results 2011Sixth Form Results 2012Sixth Form Results 2013 How to join Monmouth Comprehensive School Sixth Form

Provisional Sixth Form Choices 2014/15Personal Statement

Contents

AS and A level Courses

Vocational Qualifications

Other Qualifications

SECTION 1 SECTION 2 SECTION 3

Please note this information may be subject to change. Please check our

website for up to date information. www.monmouthcomprehensive.org.uk

To return to this contents page at any time just click the

‘reTurn To conTenTs Page’ link on the bottom of every page.

Further Information

SECTION 4

FormsSECTION 5

2


RetuRn to contents page

MonMouThshire Learning neTworkA number of AS and A Level courses are offered as part of the Monmouthshire Learning Network.

These courses are delivered through a combination of traditional face to face learning, video conferencing and self study tutorials and are intended for enthusiastic, organised students well suited to a degree of independence in their learning.

Subject coordinators or course tutors will be able to provide more detailed course specific information.

The following courses are offered through the Monmouthshire Learning Network:

Level as a2

course Law Law Geology Geology

3



arT and design wiTh sPeciaLisMsSubject Leader: Mrs J Boswell

The Art Department will be offering a one route Advanced Art Course with the opportunity to specialize in a wide variety of Art areas. Within the Unendorsed framework we will be offering students the chance to specialize in Fine Art, Graphics, Photography, Textiles or 3D Design.

This course is an ideal option for those wishing to follow a broad based art curriculum. This could lead to a pre – Degree Foundation course or direct entry to degree through design specialisms such as Photography, Graphics or Illustration.

Ideally students will have achieved a grade C at GCSE.

art and design

advanced subsidiary (a/s) Level

Unit 1 PortfolioThis module encompasses the whole of the coursework requirement for the A/S.

Emphasis will be given to developing a broad range of skills and techniques. Students will work on a theme or themes that will allow them the opportunity to work in the areas of Fine Art, Graphic Design, Textiles, Film and Photography and 3D Design. Throughout the Portfolio Unit, students will be introduced to the work of Artists and Designers to develop their critical and historical awareness as well as their knowledge of contemporary practice. The unit will be teacher led with students working in both sketchbooks as well as developing work for Portfolio for Assessment.

This unit is internally marked and externally moderated.

Unit 2 Externally - Set AssignmentIn this unit students will be able to choose a specialism in which to produce their work. They will need to choose 1 question from a list of 5 on the externally set paper.

During the early part of their investigations students will have a 5 hour period to develop a presentation board of their ideas for an outcome. They will then develop their work further in their specialist area.

This unit is externally set, internally marked and externally moderated.

advanced (a2) Level

Unit 3 Personal InvestigationThis unit allows the student a greater amount of time to work in their specialist area. They need to produce an in depth study of a particular aspect of Art or Design that interests them. It combines a 1000-3000 word study with a practical outcome, clearly influenced by the study. This could be

developed from the experimental work in unit 2, or it could involve a new area of Art and Design, keeping the A level broad and varied in its approach.

This work is internally set through teacher/student negotiation. It is internally marked and externally moderated.

Unit 4 Externally - Set AssignmentFor this unit students will need to choose a different specialism from unit 3. They will be able to choose 1 question out of 8 on the externally set paper. They will have a period of time to develop their ideas and investigations. This is the synoptic paper and is therefore an opportunity for the student to work to their strengths. They need to ensure all the Assessment Objectives are covered, building on their skills, knowledge and understanding of Art and Design gained throughout the course. At the end of that time they will produce a final outcome in a 15 hour time frame.

4



BioLogySubject Leader: Mr G Sinkowski

why choose a Level Biology? Most students choose A Level Biology because they are interested in the ideas and concepts they will encounter. Biology is the 21st century science with cutting edge research into fields such as medicine, genetics and ecology changing the way we live and the way we look at the world. The A level Biology course reflects all the key issues of today and will give you the scientific understanding to truly understand them as well as exploring the impact they have on society.

Other reasons students give for choosing the course include:

• It keeps open a huge range of different university and career pathways.

• It is highly regarded for University admissions to all subjects for its academic rigour and the range of skills that it develops.

• It is essential for admission to Medicine and Veterinary schools as well as the huge range of different Biological Science courses available. It is also beneficial to other degree courses such as Physiotherapy and Sports Science.

• It makes an excellent companion to the other sciences, as well as Geography, PE and Psychology.

• It’s very varied, both in the many ways in which you learn and the range of topics covered, and never boring.

course contentunit 1 Lifestyle, Transport, genes

and health

Includes; important biological molecules, structure of cells and cell membranes, DNA and its replication, genetics and gene technology.

unit 2 development, Plants and the environment

Includes; cell division and specialisation, biodiversity and natural selection, transport and use of plants.

unit 4 The natural environment and species survival

Includes; photosynthesis, ecosystems, DNA profiling, microbiology, disease and immunology.

unit 5 energy, exercise and co-ordination

Includes; respiration, homeostasis, the nervous system, the impact of exercise on the body, brain structure and development.

how you will be taughtEach class has two experienced teachers who will help you learn in a huge variety of ways including: practical activities, fieldwork, visits, modelling, research, presentation giving, essay writing, microscopy and role play.

how you will be assessedThere are two exams at the end of each year. These make up 80% of the marks. The other 20% is assessed through coursework. In Y12 this comprises assessment of your practical skills and a report on a visit to somewhere where Biology is used (e.g. Bristol Zoo or a Brewery). Y13 coursework is comprised of a single investigation which many students will undertake on an Ecology field course.

5



cheMisTrySubject Leader: Mrs M Atkinson

Chemistry is a popular choice with students, providing an excellent theoretical foundation for future higher educational pursuits. The OCR course equips students with the appropriate knowledge and practical skills for both academic and industrial applications. The subject remains highly relevant within the ever-changing technological world and the course places the chemistry in a range of industrial, environmental and economic context.

For any student considering a career in Veterinary Science, Forensics, Dentistry, Medicine or Chemical Engineering, Chemistry is an essential prerequisite. Chemistry is also valued on a number of Biological Science courses. The skills of analysis and evaluation developed through the course are well regarded by employers and universities alike.

Whether taken as a 2-year full ‘A’ level or as a 1-year ‘AS’ level, Chemistry is a natural choice for those students taking Physics, Mathematics or Biology, and whilst by no means essential, knowledge of any or all of these subjects is of great benefit to would be chemists.

year one

advanced subsidiary Level (as)

Module 1 - Atoms, Bonds and GroupsThis module provides students with a knowledge and understanding of atomic structure and the chemical ideas that underpin the study of quantitative chemistry and inorganic chemistry.

Module 2 - Chains, Energy and ResourcesStudents study the chemical ideas that underpin organic and physical chemistry and the application to everyday life. The emphasis here is on the application of chemical principles to processes occurring in the environment and to the difficulties in providing solutions to pollution.

year Two

advanced Level (a2)

Module 4 - Rings, Polymers and AnalysisThis module provides our students with an understanding of how organic chemistry shapes the natural world and provides many important materials, for example amino acids, that are the building blocks of proteins. In addition this module also highlights some of the analytical techniques encountered in many areas of employment and in everyday life and includes the application of some of the important instrumentation techniques used in forensic analysis.

Module 5 - Equilibria, Energetics and ElementsThe material covered in this module links many areas of chemistry and explains many chemical phenomena. This module provides candidates with a deeper knowledge and understanding of chemical energy and also considers ways in which scientists are working to provide cleaner and more efficient energy.

Practicals in chemistry

Modules 3 (AS) and 6 (A2)(20% of AS and A2 courses)

These modules assess practical and investigative skills developed during AS and A2 Chemistry respectively. In controlled conditions students need to demonstrate skilful and safe practical techniques and be able to record and organise results. They will be asked to analyse, interpret and evaluate the results of experiments in three tasks, qualitative, quantitative and evaluative.

6



cLassicaL civiLisaTionsSubject Leader: Mrs R Porter

introductionThis course will offer students the opportunity to explore the Classical World. It will be taught through a variety of media and teaching styles, which will allow increased independent learning opportunities and encourage students to be autonomous in their own learning. Students who select this subject will pursue courses in Homer’s Odyssey and Greek Tragedy:

Aeschylus‘ AgamemnonSophocles‘ AjaxEuripides‘ Medea and Trojan Women

The literature will be studied against the society and values represented.

Therefore, all of the courses, although literary in nature, will involve the study of the history, culture and the archaeology of the Ancient World. At A2 students will study Romano-British society and history as depicted in the literary and archaeological record as well as Virgil’s Epic, the Aeneid and parts of Homer’s Iliad in their literary and cultural context.

Students will be given the opportunity within the AS to visit, take part in and evaluate archaeological sites around the country. Excursions include the military fortress at Caerleon, the Civitas Capital at Caerwent and the British Museum in London to examine evidence of Greek, Roman and Romano British material culture.

As an AS and A level subject this is a module that will be open to both Year 12 and 13 students. Due to the challenging nature of the course there will only be a limited number of places available. It will be taught within the History department of Monmouth Comprehensive School by Mrs R Porter and Mr B Green.

year 12• Homer’s Odyssey and Society

• Greek Tragedy in Context including Aeschylus’ Agamemnon, Sophocles’ Ajax, Euripides’ Medea and Trojan Women.

year 13• Roman Britain: Life on the Outpost of Empire

• Virgil’s Aeneid and the World of the Hero

entry requirements• An ability and interest in independent learning

Job outcomes• History related work

• Archaeology

• Architecture

• Drama/ Theatre related careers

• English Literature/ Language related careers

• Law

• Teaching

Which 1991 blockbuster was partly shot at this location?

7



danceSubject Leader: Mr S Williams

This course provides students with a balanced and inter-related programme of study to develop practical performance skills, compositional skills and investigative and analytical skills. It is not a prerequisite that students have studied GCSE Dance, though it is advisable that the student should have experience in some form of dance and a passion for movement. The new specification allows students to study and choreograph works in any genre of dance.

The AS Level may be taken as a free standing, self-contained course or as the first part of the full Advanced level. It is suitable both for those students who intend to progress to ‘A’ Level and for those whose interest is more for enjoyment.

The course will be taught in the purpose built dance studio and makes use of the wide resources available within the Physical Education department. Students will have the opportunity to take part in workshops led by professional companies and to see live professional performances. Students will enhance their practical skills and also develop their research, analytical and essay writing skills.

year 1

advanced subsidiary Level

(AS examinations)

Unit 1: Understanding Dance 40% of total AS marks 20% of total ‘A’ Level marks.

Theoretical aspects covered:

• knowledge of the dancer as a performer: physical and performance skills, training, safe practice, knowledge and understanding of the demands made on the dancer during practice and performance.

• The craft of choreography: choreographic processes, form and structure. Developing knowledge and understanding of the student’s own work and that of professional repertoire.

• The significance of dances: an investigation of how choreographers use and manipulate constituent features of dance to communicate their intention.

Written examination 1 ½ hours

Unit 2: Choreography and performance.60% of total AS marks 30% of total ‘A’ Level marks.

• Solo choreography and performance: Students select and research one task (from four) set by the examination board and choreograph and perform a solo piece in response.

• Performance in a duo/trio (any genre/style): 3-4 minutes in duration.

Practical coursework: centre-assessed

year 2

advanced Level

(A2 Examinations)

Unit 3: Dance Appreciation: content and context25% of total ‘A’ Level marks

section a: An investigation of one area of study drawn from ballet, modern dance or jazz dance:

• Diaghilev’s Ballets Russes 1909-1929

• Modern Dance in Britain 1965-1985

• Dance in the American Musicals of the 1930s an 1940s

Students will investigate the stylistic features of the chosen genre, associated practitioners and techniques, works of other practitioners within the same genre, and the relationship between the genre and the era in which it was created.

section B: Critical analysis and appreciation of one professional set work (linked to section A):

the significance of the dance in the era in which it was set, it’s form and the effectiveness of communication, constituent features of the genre, development of techniques and style of the choreographer, the origins of the dance.

Written examination 1 ½ hours

Unit 4: Group choreography and solo performance25% of total ‘A’ Level marks.

• Choreography of a group dance: candidates select and research one task (from four) set by the examination board and choreograph a group piece (2-3 minutes duration) in which s/he does not perform.

• Solo performance: candidates perform a solo piece (choreographed by themselves or others) encapsulating the style of a chosen practitioner from any genre specified in Unit 3.

Practical examination – externally assessed.

8



design and TechnoLogy ProducT designSubject Leader: Mr P Bland

This course provides students with the opportunity to specialise in product design through resistant materials technology or graphic products. It provides natural progression from the related GCSE courses within design and technology and prepares students for a wide range of courses in higher education.

Sixty percent of the course will require students to design, make, test and evaluate a range of products related to a chosen specialist area. At this level emphasis is placed upon the design of products for the real world and students will learn about production methods, the application of modern materials. Throughout the course students will develop communication and practical skills through the completion of a number of open-ended and focused design activities. Environmental issues are of high priority within this course and students are encouraged to consider aspects of sustainability when designing and making.

The two written examinations will focus on knowledge and understanding in relation to designing and innovation, human responsibility, materials, components and processes, product analysis, public interaction, industrial and commercial practice, production systems and control.

how will this course be taught?Emphasis within this course is placed upon learning through the completion of practical activity. Theoretical work is related to the design projects wherever possible in order that it is seen to be both meaningful and relevant. Students are encouraged to undertake product analysis through the disassembly of commercial artefacts. During the course we would anticipate taking students on a number of visits to design studios, higher education degree shows and industrial organisations in order that they might gain an insight into the relevance of product design in the real world.

what can this qualification lead to?In the past students who have successfully completed an A Level in this subject have progressed to higher education courses related to:

Graphic DesignEngineeringProduct DesignArchitectureIndustrial Design Interior Design

course structure

as level Unit 1: Knowledge and understanding 40% 1 x 1½ hr examination

Unit 2: Product Design 60%

Candidates will submit one integrated Design and Make task.

In this unit students will analyse a problem, product or range of products and use this information to design a new product for an identified target audience.

a2 Level Unit 3: Extended knowledge and understanding 20% 2 hr Examination

Unit 4: Product Design 30%

This unit should represent about 60 hrs of supervised time

9



draMa and TheaTre sTudiesSubject Leader: Mrs A Pearce

This course provides students with the opportunity to develop practical performance skills and gain a greater understanding of how theatre and plays are structured and performed. It is not a prerequisite that students have studied GCSE Drama, though it is advisable that students should have some performance experience.

The course will be taught in a Drama Studio complete with lights and resources. Students will have the opportunity to see live theatre in different venues and locations.

The subject demands practical, creative and communication skills in almost equal measure. You will extend your ability to create drama and theatre, either in a performing or production role. You need to be curious about issues and ideas and have a creative instinct for communicating your views through drama. You may be keen on acting, writing or on the visual and technical side of theatre and wish to develop your skills in some or all of these areas. There is an expectation that some rehearsals will be after school.

The AS and Advanced GCE can lead to further study in Drama, Theatre Studies and Performing Arts in Higher Education at degree or HND level. It can be used as part of your course to broaden your studies and may lead on to a career in the Performing Arts Industries.

course structure

AS level uniT 1: Exploration of Drama and Theatre.

40% of A/S

40 % of A2

Internally assessed

You will explore two texts from different time periods; this will be done as a director, practitioner, actor and designer. Written coursework will be completed to demonstrate understanding.

uniT 2: Theatre text in performance

60% of A/S

20% of A2

Externally assessed

You will rehearse a published play and perform in a group to an examiner. You will research a published play and rehearse either a monologue or duologue and perform it to an examiner.

A2 level uniT 3: Exploration of Dramatic performance.

40% of overall ‘A’ Level

Internally assessed

Using a stimulus you will work in a group to design, devise and perform a piece of theatre.

uniT 4: Theatre Text in Context

60% of overall ‘A’ Level

Externally assessed

You will explore a play and watch a live piece of theatre. Completing a 2 ½ hours exam exploring the production values of both.

10



econoMics and BusinessSubject Leader: Miss S Caswell

The Economics and Business Studies A Level is a dynamic course that explores two subjects that are not only regularly debated and discussed but also play a huge role in our everyday lives. GCE Economics and Business Studies requires the successful completion of two units at AS level and two units at A2 level.

UNIT 1: Developing New Business IdeasThis unit covers the characteristics students would need to develop to be successful in business and how new or existing businesses generate their product or service ideas and test them through market research. Students should also consider the competition in the market; the economic climate; how the business might be financed and how much revenue the idea might generate.

UNIT 2b: Business EconomicsThis unit considers the market that the business may be operating in; how competition in the market and macroeconomic change is likely to affect it and how businesses can seek to minimise uncertainty through their actions.

UNIT 3: International BusinessThe aim of this unit is to introduce the student to the world of international business and issues which a company trading internationally would have to consider.

UNIT 4b: The Wider Economic Environment and BusinessIn this unit, students consider why certain markets fail; how government decision making affects the economy and markets in which companies operate, and the income and welfare of private individuals. The unit should enable students to assess why government economic policy can succeed or fail and why regulation of some markets is necessary. The GCE in Economics and Business aims to encourage students to • develop an interest in and enthusiasm for the study of economics

• appreciate the contribution of economics to the understanding of the wider economic and social environment

• develop an understanding of a range of economic concepts and an ability to use these economic concepts in a variety of different contexts

• use an enquiring, critical and thoughtful approach to the study of economics and an ability to think as an economist.

assessment

as unit assessment

Unit 1: Developing New Business Ideas 1 hour 15 minute examination

Unit 2b: Business Economics 1 hour 15 minute examination

a2 unit assessment

Unit 3: International Business 1 hour 30 minute examination

Unit 4b: The Wider Economic Environment and Business 1 hour 30 minute examination

11



engLish LanguageSubject Leader: Mr N Jones

The English Language occupies all of our waking hours and much of our sleeping: when we are awake we speak, listen, read, write and think, and of course, when we are asleep, we dream using language. ‘A’ Level English Language allows us to understand and appreciate the beauty, diversity and complexity of the English language, from its birth fifteen hundred years ago, to the present day. It also enables us to become more proficient users of that language, a distinct advantage in the very competitive world of university application and work. It is helpful if students have achieved a B grade in both English Language and English Literature at GSCE in order to cope with the academic requirements of this course.

as LeveL

ENGB1: Categorising Texts – ExaminationThis first unit introduces us to the many forms in which language presents itself in the modern world. We learn how to analyse language, using the frameworks for study, acquiring an awareness of grammar particularly, but also of lexis (vocabulary) and pragmatics (the context in which language is produced).

ENGB1: Language and Social Contexts – ExaminationSo many factors can bring about language change and variation: where we live, our age and gender and profession being just a few. This module focuses upon three linguistic areas, providing students with an understanding of current academic opinions

and the opportunity to deal with raw data.

ENGB2: Creating Texts – CourseworkA particularly exciting coursework module, ENGB2 enables students to follow their particular strengths and interests both as readers and writers. Students submit a folder containing two pieces of writing, negotiated with their teacher, which they will have had the opportunity to redraft, and two commentaries in which they reflect upon the linguistic choices that they have made.

a2 LeveL

ENGB3: Language Investigation – CourseworkThe AS year will have introduced students to a great many areas of interest, generating ample opportunity for independent study. Students select one area and gather data, which will form the basis of their investigation. In addition to this, they will also create a media based text to promote the findings of the investigation.

ENGB4: Language Development – ExaminationThis final module pulls together all the elements of the previous three, looking at two particular areas:

Language acquisitionThe processes by which children learn to make sense of, speak, read and write language.

Language changeHow the language we speak has developed over the fifteen hundred years of its history and how it may develop in the future. A theoretical awareness is essential in this module, but as always, study is underpinned by an ability to interpret data.

‘A’ Level English Language is a great choice even if you do not wish to study English Language at University. University admissions tutors and employers are impressed by the evidence an English Language qualification provides of sophisticated analytic and communication skills. It is also an excellent companion to History, Sociology, Psychology and Modern Foreign Languages. Students go on to read courses as diverse as Law, Politics and International Relations and Philosophy at the institution of their choice.

12



engLish LiTeraTureSubject Leader: Mr N Jones

English Literature is a superb ‘A’ Level choice for all those students who love books, reading and have thoroughly enjoyed their GCSE texts. It is helpful if students have achieved a B grade in both English Language and English Literature at GSCE in order to cope with the academic requirements of this course.

as/year 12

LT1 Poetry and Drama 1 – ExaminationThis unit is split into two sections which deal with 20th century poetry and drama. A particular focus of this module will be the acquisition and use of appropriate terminology to describe how the writers use language to impact upon the reader. In addition to the ‘core’ poetry text, candidates will study a designated ‘partner’ text, whose reading will illuminate an understanding of the volume.

Possible texts include:

Poetry:Sylvia Plath: Poems Selected by Ted HughesT. S. Eliot: Selected PoemsSeamus Heaney: New Selected Poems

drama:Tom Stoppard: ArcadiaDavid Mamet: OleannaArthur Miller : Broken Glass

LT2 Prose and Creative Reading – CourseworkThis second unit is based upon the study of two prose texts. In addition to being able to analyse the texts closely and independently, students will have to be aware of the variety of ways in which a text will be interpreted. They will also consider the ways in which texts relate to one another and to the contexts in which they are written and read. Candidates will also be required to produce a personal creative writing response to the wider reading of prose, written in a specific literary genre.

Possible authors include:

Jane Austen Thomas HardyCharlotte Brontë Emily Brontë Joseph Conrad Mary ShelleyCharles Dickens George Eliot F Scott Fitzgerald

a2/year 13

LT3 Period and Genre Study – Coursework This is a coursework unit and students are required to study three texts and explore the relationships between them: one of the texts must be prose and another, poetry; they should also be differentiated in terms of when they were written. Students are able to evolve their own personal investigative approaches, centring upon their own individual literary interests.

LT4 Poetry and Drama 2 – ExaminationNo ‘A’ Level English Literature course could ignore Shakespeare’s cultural legacy, with the richness of his poetry and prose and the depth of his plots and characters. Study focuses upon one of his plays and a contemporary ‘partner’ text. Having also studied 20th century poetry in LT1, students move onto pre 20th century poetry.

As well as a conventional literary understanding, students will have to develop a historical, social and cultural awareness of the periods in which these texts were created, in addition to an understanding of contemporary philosophical thought.

Possible texts are:

drama:King Lear The TempestHamletRichard IIMeasure for Measure

Poetry:Blake: Songs of Innocence and ExperienceChaucer: The Wife of Bath’s Prologue and TaleMilton: Paradise Lost: Book IX

Even if you do not wish to study English Literature at University, admissions tutors and employers are impressed by the evidence an English Literature qualification provides of transferable skills and competencies such as analysis, argument and research. It is an excellent companion to History, Theatre Studies and Modern Foreign Languages and students go on to read courses as diverse as Law, Medicine, and Classics and Ancient History at the institution of their choice.

13



geograPhySubject Leader: Mr A Curnow

Geography is one of the most popular subjects in the Sixth Form. It is a unique subject that encompasses a diverse range of topics and embraces both the physical and built world. The WJEC course offered includes material ranging from the hazard threat posed by earthquakes and volcanic eruptions through to rural change and counter urbanisation. Geography encourages the student to take a broader view of the changes involved at both the local and global scale and fosters a concern for the future management of the environment around us. In recent years the Geography department has taken students to southern Italy to investigate tectonic processes and economic activity in the region around Mt. Vesuvius. The department has also taken highly successful fieldtrips to Iceland to study tectonics, tourism and geo-thermal energy.

year 1

advanced subsidiary level

(AS examinations)unit 1: Physical Environments – process,

change and issues

unit 2: Human Environments – process, change and issues

The course is designed to build on the knowledge and skills gained at GSCE, although students do not necessarily have to have taken Geography – a good awareness of global issues and current affairs would be beneficial. ‘AS’ Geography makes an excellent one year course for those wishing to add breadth to their Sixth Form choices.

year 2

advanced Level

(A2 examinations)unit 3: Contemporary Themes and Research

in Geography

unit 4: Sustainability

The second year course takes the depth of study further to ‘A’ Level standard and deals with the areas of contemporary concern in Geography, namely the concept of sustainable development and management of selected environments. Fieldwork is integral to both the AS and A Level courses.

Tasks set as part of the Geography course will also provide the evidence that students need for large parts of the Communication, Numeracy and IT components of the Key Skills award. Geography is perhaps one of the best placed subjects to enable students to achieve accreditation (and UCAS points) for this newly introduced qualification.

Geography is an excellent choice for combining with either a mix of science (such as Biology or Mathematics) or arts subjects, such as Languages, History or Business Studies as it develops a range of skills such as analysis and evaluation, problem-solving, essay and report writing.

AS Geography students interviewing Romanian car washer Culi as part of investigation into the impact of migrant workers on Hereford.

AS Geography students interviewing Iraqi shopkeeper Ari as part of their investigation into the impact of migrant workers on Hereford.

AS Geography students investigating the flow on the Malley Brook, Monmouth.

14



geoLogySubject Leader: Mr A Curnow Course Coordinator: Mrs R Fry

This course is offered through the Monmouthshire Learning Network.

what is geology?Monmouth Comprehensive School is the only school in Monmouthshire to offer AS & A2 Geology.

Geology is an inherently interesting subject. It provides a refreshing new area of study which helps to motivate students to fulfil their potential. Geology is the branch of science concerned with the structure, evolution and dynamics of the Earth and with the exploitation of the mineral and energy resources that it contains. It is perhaps the most interdisciplinary and integrated of the sciences, providing a broad, relevant, scientifically based education.

Geology applies physical, chemical and biological principles to the investigation of the Earth, but also involves a distinctive scientific methodology invoking internal and external Earth processes to explain the evolution of the planet through geological time. The application of Geology to human activities and needs is widely addressed in the specification, highlighting the relevance of the subject in the real world and enabling the development of a wide range of transferable key skills.

Laboratory work and fieldwork encourage accurate observation and recording. The frequently inconclusive nature of geological evidence demands a reasoned evaluation and interpretation - the essence of science education and Geology’s attractiveness to students.

As part of the course structure students are encouraged to attend a residential fieldtrip to Southern Italy focussing on tectonic hazards and structures.

The AS specification is designed to provide a course ideally suited to broaden an AS programme by complementing a science course or providing a contrasting course within the humanities.

course structureyear one advanced subsidiary Level (1/2 ‘a’ level)Foundation unit (17.5%)

Matter – Structure of the Earth and crustal composition

Energy – Rock cycle and plate motions

Time and Change – Fossils, time scales, rock record interpretation

Fieldwork, Laboratory work and geological mapwork skills (15%)

This is assessed by a practical paper. Training in fieldwork is conducted in the Forest of Dean just before Easter.

geology and the human environment (17.5%)

Natural Hazards – Earthquakes, Volcanoes, Mass Movements

Human Hazards – Waste disposal, pollution of water supplies, mining

Engineering Geology – Site investigation techniques, roads, dams, buildings

year two advanced Level (Following ‘as’ to a full ‘a’ level)extension geology (17.5%)Developing topics of the Foundation Unit

Rock forming processes

Rock deformation

Use of fossils

Geological map interpretation

geological Themes

geology of natural resourcesMinerals, water, fossil fuels

Quaternary (17.5%)Ice age geology

geological investigations (15%)Laboratory work and Fieldwork

This unit involves planning and implementing Geological investigations, analysing the evidence, drawing conclusions and evaluating the effectiveness of the investigations. Laboratory work is done following the AS examinations in year 12. Assessed fieldwork is done locally on day visits.

Students also benefit from having access to all course resources on Moodle, facilitating efficient preview and review of all lessons as well as online assessment.

To sample the course:

1 Log on to http://monmouth.monmoodle.co.uk/

2 In ‘Useful Links’ on right hand side, click on ‘AS Geology Course’.

3 Accept Site Policy Agreement4 Enter enrolment key: ‘pebble’.5 Press enter.6 You are in! You will be able to see all of the

course resources, though you will not be able to access the assessments.

Geology can not only lead to a degree course in the subject, it also provides a suitable foundation subject for other higher education courses such as Civil Engineering. It is also highly valued in a variety of industries such as Energy, Waste Management and Construction.

A2 Geology students studying economic Geology at Whatley quarry (1 x 1.5km, 100m deep) in Somerset. The Machine costs £1 million!

15



hisTorySubject Leader: Mrs R Porter

History is a subject that not only provides students with an in-depth understanding of the world but also provides the skills needed for further study and a wide range of careers. At present, in the Upper Sixth, History students are going on to read courses at University as diverse as Veterinary Science, Law, Medicine, War Studies and Economics.

Students who study History need to enjoy arguing, debating, reading about current affairs, be a bit of a radical and want to make their views heard. Much of the work covered is relevant to today’s society and gives an in depth understanding of the political, economic and social construction of that world.

year one


(AS examinations)unit 1: European History 1878-1989

a) International Relations 1878-1920.

b) Italy 1918-1944

c) Communist Revolution in Russia 1917-1941.

unit 2: British History 1830-1848:

Reform and Protest in Wales and England 1830- -1848.

year Two

advanced Level

(A2 Examinations)unit 3: British History 1830-48 (Coursework)

The threat of revolution in Britain!

unit 4:

i) European History 1878-1989.

General Topics:

a) The relations between European Powers in the inter-war period and the period of World War II 1918-45.

b) The study of relations between European powers after 1945.

ii) A synoptic overview of Germany 1878-1990

ii) British History 1830-1848

Peel and Reform 1834-1846

History may be studied alongside many ‘AS’ and ‘A’ level courses such as Mathematics, Physics, French, English, and CDT. These are just some of the current options chosen by students.

The course is taught in such a way that all six components of the Essential Skills are covered providing students with a wide range of learning activities. Class debates, note making, searching data-bases, use of the internet for research, analysing statistics, solving problems and the ability to work in a group are all methods used on a regular basis. There are day visits organised to the Houses of Parliament and National Assembly and a trip to Krakow/Berlin at Easter.

16



inForMaTion and coMMunicaTion TechnoLogySubject Leader: Mrs E Baber

A level ICT is a very successful course and is a popular choice for students. No formal Key Stage 4 qualification in the subject is required, but if you have studied either the GCSE or AIDA course you will find that the AS/A2 course will build on the knowledge and skills you have already developed. Students with broad interests in any aspects of ICT will find this course appealing.

The world is increasingly dominated by the use of ICT. Many aspects of our daily lives rely on ICT. This course will introduce you to the fundamentals of ICT, providing a foundation from which to extend your knowledge of this growing area. Through the course you will develop your understanding of the principles of problem solving using ICT. You will learn about the range of ICT applications and the effects of their use. The course aims for you to be able to apply this knowledge and understanding when developing ICT solutions to problems.

A qualification in ICT combines well with many subjects, including those that would benefit from an ability to obtain, manipulate, present and communicate information. It also goes well with subjects that contain analytical, scientific and technological aspects. With a qualification in ICT you could go on to Higher Education or work in one of the many vocational areas emerging to reflect the importance of ICT in the modern world.

as Level

Unit IT1: Information SystemsTopics include:

• Data, Information and Knowledge

• The use of ICT in Business, Education, Health and the Home

• Presenting Information using ICT

• Networks

• Human Computer Interfaces

• Social Issues

• Databases

• Modelling and Simulation

Unit IT2: Presenting InformationThis unit requires candidates to use ICT hardware and software applications to solve a problem involving three separate tasks: a document such as a leaflet or magazine, a document containing automated routines and a presentation to an audience.

a2 Level

Unit IT3: Use and Impact of ICT Topics include:

• Networks

• The Internet

• Working with ICT

• ICT Security

• Database systems

• The Management of Change

• System Development Life Cycle

Unit IT4: Relational DatabasesThis unit requires candidates to produce a relational database project for a context of their own choice. Candidates will have to design, implement, test, document and evaluate the system they create.

assessment

as Levelunit It1 Information systems 2 hour 15 mins exam 60% of AS level

+

unit It2 presenting Information Coursework 40% of AS level

a2 Levelunit It3 use and Impact of Ict 2 ½ hour exam 60% of A level

+

unit It4 Relational Databases Coursework 40% of A level

17



Law Course Co-ordinator: Miss S Caswell

This course is offered through the Monmouthshire Learning Network.

This course is intended for those students who are suited to independent learning. It is delivered via a weekly video conferencing tutorial with an experienced tutor, marked assignments, email and telephone support, visits to school by the tutor, as well as the support of a link teacher based at school. In addition to the one hour video conferencing session, there is also a requirement for students to complete 4 – 5 hours of self study per week.

At AS Level, students study the English Legal system, learning about how laws are made, how they are applied, and the various people working in the profession. This includes looking at the work and role of Parliament and judges, the civil and criminal courts / appeals structure, and the training and work of judges, barristers and solicitors.

At A2 Level, students focus on Criminal Law in detail. This includes the study of the police powers of search, arrest and detention. They look at the elements of crime (actus reus – the guilty act and mens rea – guilty mind), going on to use their knowledge and understanding to study crimes such as murder, manslaughter, ABH and GBH. They also develop an appreciation of various defences that defendants can put forward, along with looking at the different sentences judges can hand out.

Benefits• Law is relevant to all of us, equipping students

with knowledge of the legal system that can be used in everyday life. It is relevant to almost every career from lawyer to nurse, providing students with an advantage if they choose a position in business or law-related professions.

• Students will develop core legal skills such as application and evaluation of the law.

• AS and A2 Level Law gives the students a thorough foundation for further study in Law or related subjects, and is well regarded in higher education and can be applied to a range of professional careers.

The as Level modules comprise:• Legal Structures & Processes

• Legal Reasoning, Methods & Personnel

(The AS may be awarded as a discrete qualification or count as 50% of the A2)

The a2 Level modules comprise:• Two modules (including a synoptic element),

all based around Criminal Law & Justice

18



MaTheMaTics and FurTher MaTheMaTicsSubject Leader: Ms R Osman

Mathematics is a fascinating and rewarding subject that underpins many other areas of learning. It has been fundamental to the development of the society in which we live. Mathematicians are highly valued and well placed for a diverse range of careers.

A Level Mathematics is divided into 2 areas: at its heart lies Pure Mathematics, which is mainly concerned with Algebra, Geometry and Trigonometry, and Applied Mathematics which applies these techniques to solve problems in the world about us. As the A level builds upon the GCSE Higher tier, students should have ideally achieved a B grade or above.

Mathematicsadvanced subsidiary Level (3 modules)

Core Mathematics 1 – Building on the GCSE syllabus such as Algebra and Coordinate Geometry.

Core Mathematics 2 – Introduction of Calculus, Logarithms and Functions.

Applied Mathematics Module.

All 3 modules are externally examined.

advanced Level (3 modules)

Core Mathematics 3 – Further Functions and Calculus.

Core Mathematics 4 – Vectors, Parametric and Differential Equations.

Applied Mathematics Module.

All 3 modules are examined externally. There is also a coursework component for Core Mathematics 3.

Further MathematicsFurther Mathematics has modules that students study in addition to the AS/A Level Mathematics. The course provides a very useful foundation for the Mathematics required in Physics and Engineering degrees. Further Mathematics complements all disciplines and is a fascinating and beautiful subject in its own right.


Further Pure Mathematics 1 – Introduction of Complex Numbers and Matrices.

2 Applied Modules.

All modules are assessed through external examinations.

advanced Level

Further Pure Mathematics 2 – Further Matrices and Complex Numbers, Polar Co-ordinates and Hyperbolic Functions.

2 Applied Modules.

All modules are assessed through external examinations.

Mathematics is an excellent choice for students who wish to pursue employment in finance, statistics, navigation (such as Air traffic Control), management and accountancy. It can also lead to a career in many other paths such as architecture, designing computer games, medicine and veterinary science.

19



Modern Foreign LanguagesSubject Leader: Miss J Snook

Course Co-ordinators German: Miss J SnookSpanish: Mrs E Adams / Mr W PriceFrench: Miss H Bowles

The MFL department offers French, German and Spanish to Advanced Subsidiary and Advanced Level; candidates sit the Welsh Joint Education Committee examinations.

The course enables students to develop their speaking, writing, reading and listening skills through a variety of activities and resources related to the syllabus topics.

At AS these include Leisure and Lifestyles (including tourism, sport, hobbies, entertainment, customs, traditions, healthy living, unhealthy living) and the Individual and Society (including relationships, gender issues, youth culture, education).

At A2 these include Environmental Issues (including technology, pollution, global warming, energy, nuclear energy, renewable energies, recycling, sustainability) and Social and Political Issues (including the role of the media, immigration, social exclusion, terrorism, world of employment). In addition at A2, pupils focus on Guided Studies and study in depth a selection of books, films and regions. This gives a further insight into culture and language.

as Level

(Advanced Subsidiary level)unit 1: Oral examination

15 mins consisting of general conversation followed by specific topic discussion.

unit 2: Listening, Reading and Writing

2 ½ hours including an essay

a2 Level

(Advanced level)unit 3: Oral examination

20 minutes consisting of structured discussion on a writing stimulus and a presentation given by the student.

unit 4: Listening, Reading and Writing

3 hours including an essay

unit 5: Guided Studies

Students will study 2 options from a list of books, films and regions. Students may choose to base their oral presentation on this list and must write their essay for Unit 4 on their studies for this option.

The ability to offer one or more foreign languages is now a natural requirement of an increasing number of jobs. Whilst languages on their own can lead to careers in teaching, interpreting and translating, colleges and universities nowadays reflect the needs of business and industry by offering courses which combine languages with a variety of other studies – accountancy, business, law, marketing, tourism. Science and modern languages are also increasingly popular. Many such courses include work placements or study abroad. Students are encouraged to spend some time in the foreign country during sixth form and may consider work experience placements abroad during the course.

20



MusicSubject Leader: Mrs A Ritter

The course provides an opportunity for students to develop a range of musical skills and interests, and forms the basis for an informed and lasting love of music, either in a musical career or as a leisure activity. Potential students should have reached a proficient standard of performance on one or more instruments/voice and achieved a good grade at GCSE. The ‘AS’ may either be taken as a free standing, self contained course or as the first part of the full Advanced Level. It is suitable both for those students who intend to progress to A Level and for those whose interest in the subject is more recreational. The ‘A’ level syllabus is designed both to develop students’ skills to a level appropriate for entrance to courses of study in Music in Higher Education and to inform and enrich the appreciation and enjoyment of music for those students for whom it will remain a lifelong interest. Its academic rigour lays down patterns and standards for critical judgement that will benefit each student. The OCR specification is followed.

advanced subsidiary levelSet works from:

List a – western classical Tradition

• Orchestral music • Vocal music • Chamber music

List B

• Musical Theatre• Jazz, Rock and Pop• Welsh Songs

unit 1 Solo and/or ensemble performance

unit 2 Two contrasting compositions

Compositions should last between 4 and 8 minutes• One composition demonstrating

the musical techniques and conventions associated with the Western Classical Tradition

• One free composition

unit 3 one listening examination in two parts

• Part 1: 1 hour appraising test based on extracts of music (set works) taken from the two Areas of Study selected for study by the centre

• Part 2: 1 hour aural perception (melodic dictation, keys, chords, cadences) based on unprepared musical extracts

advanced LevelAt A2 students can opt to specialise in one of the areas of Performing, Composing or Appraising. Students will study Music in the 20th and 21st Century. Their set work will be:

Ravel – Concerto in G major for piano and a study of orchestral music

unit 4a Solo and/or ensemble performance

Performance should last between 10 and 12 minutes• One piece should reflect the new

area of study (Music in the 20th and 21st centuries)

unit 4B Solo and/or ensemble performance

Performance should last between 16 and 18 minutes• One piece should reflect the new

area of study (Music in the 20th and 21st centuries)

• One piece to reflect a further area of study

unit 5a Two contrasting compositions

Compositions should last between 6 and 10 minutes

• One composition demonstrating the musical techniques and conventions associated with the Western Classical Tradition (area of study continued from AS)

• One composition reflecting the new area of study (Music in the 20th and 21st centuries)

unit 5B Three contrasting compositions

Compositions should last between 12 and 18 minutes

• A composition demonstrating the musical techniques and conventions associated with the Western Classical Tradition

• One composition reflecting the new area of study (Music in the 20th and 21st centuries)

• One free, innovative composition

unit 6a one written examination in two parts (2 ¼ hours)

• Part 1: ¾ hour listening examination based on extracts of unfamiliar 20th / 21st century music (new area of study)

• Part 2: 1½ hour listening / written examination requiring candidates to analyse a set work and place the work within a broader musical perspective

unit 6B one written examination in three parts (3 hours)

• Part 1: ¾ hour listening examination based on extracts of unfamiliar 20th / 21st century music (new area of study)

• Part 2: 1½ hour listening / written examination requiring candidates to analyse a set work and place the work within a broader musical perspective

• Part 3: ¾ hour written examination requiring candidates to demonstrate knowledge and understanding of the overall musical style and output of one of the set work composers.

21



Music TechnoLogySubject Leader: Mrs A Ritter Course Coordinator: Mr C Duffill

This course provides students with a balanced and inter-related programme of study centred on some of the primary technical skills needed by the studio musician. Students will have the benefit of extensive use of the Department’s state-of-the-art Recording Studio and Computer Suite. Potential students should have reached a proficient standard of performance on an instrument/voice and preferably have achieved a good grade at GCSE Music. The possession of a good grade in GSCE Physics (or Double Award Science) would also be helpful. The ‘AS’ may either be taken as a free standing, self-contained course or as the first part of the full Advanced level. It is suitable both for those students who intend to progress to ‘A’ level and for those whose interest in the subject is more recreational. As ‘A’ level the syllabus is designed both to develop students’ skills to a level appropriate for entrance to courses of study in Music Technology in Higher Education or the work place and to inform and enrich the technical understanding of those students for whom it will be a leisure pursuit. The Edexcel specification is followed.

year one


(AS examinations)Practical work

• Sequencing

• Recording

• Arranging

Listening Paper

• Analysing

• Special Focus Study: Popular Music Styles

year Two

advanced Level

(A2 examinations)Practical work

• Recording

• Combining live and sequenced work

• Composition

Listening Paper

• Mixing and production

• Analysing, Correction and Mixing of a multi-track recording on CD-Rom

Music Technology may be combined with any other ‘A’ Level or Vocational subjects in the Sixth Form. It is possible to take Music ‘AS’ or ‘A’ Level alongside Music Technology. Contribution will be made to the Key Skills of Communication, Information and Communication Technology, Working with Others, Improving Own Learning and Problem Solving. The many Music Technology degree courses that are now available enable students to study further according to their own strengths and interests. For those intending to pursue a career outside Music, the ‘A’ Level will give students technical skills that they can use widely in the changing technological world.

22



PhysicaL educaTionSubject Leader: Mr S Williams Course Co-ordinator: Miss E Biddle

This is a new and exciting course which aims to:

• Enable students to become increasing physically competent

• Maintain and develop their involvement and effectiveness in physical activity

• Understand how to be involved in physical activity

Candidates will be required to take on different roles, such as performer, leader and official. They will be expected to understand factors that affect a balanced lifestyle and an active life.

PE 1: Improving performancePractical: 30% performance

10% coaching or officiating

10% performance profile

PE 2: Active Lifestyles and Physical Education1hr 45min exam: 50%

• Lifestyle choices

• Opportunities and pathways

• Nutrition

• Benefits

PE 3: Refining PerformancePractical: 25%

17.5% performance as performer or coach or official

7.5% investigation

PE 4: 2hr exam: 25%• Maintaining health, analysis

• Social, economic, cultural factors

• Commercialism

• Technology

assessment as a2

PE1 Improving Performance 50% 25%

PE2 Active lifestyles 50% 25%

PE3 Refining performance 25%

PE4 Performance, Provision and participation 25%

23



PhysicsSubject Leader: Mr S Pearson Physics is at the heart of everything and is a highly rewarding discipline to study at school, university and beyond. Above all a physics qualification opens doors to a wide variety of careers. That is a bold statement, perhaps, but one that can be justified. Physics explores questions like how did the universe begin? How will it end? What is matter made from? How do forces control the universe around us? If you have an enquiring mind, then physics will help you find the answers. It forms the basis of most modern technologies and holds the future to global well being.

The career opportunities available are as vast as the subject itself due, in part, to the transferable skills gained whilst studying physics. It is these transferable skills that make the difference between an employee who is merely satisfactory and one who will significantly improve the performance of the organisation concerned. Universities and employers see a physics qualification as an indication of someone who will immediately be an asset to the organisation.

Physics requires a logical and numerate mind; the ability to solve problems; teamwork, flexibility and practical skills are second nature to those trained in physics.

Physicists are found working in a wide range of sectors, including: research & development; health & medicine; engineering; finance; IT; architecture; astronomy; meteorology and of course teaching.

Your future matters. So, if you have an enquiring mind, enjoy a challenge and like solving problems, give yourself the best chance by studying physics. Whatever you want to be in life, physics can help you achieve it!

course contentAs with all A level subjects, this course is much more demanding than GCSE. It is helpful if students have at least a B grade at GCSE in Physics or Additional Science before starting the course. Grade B or better in higher level GCSE Maths, is also recommended.

Students often ask whether they should also study A/S level mathematics. It is definitely helpful because there is a lot of overlap between the two subjects. The Physics course will require competency in basic mathematics such as algebra and trigonometry. However many students follow the course without studying A/S maths, and do so successfully. Other popular courses to take with physics are Chemistry, Biology, Geography and Computing.

There is a dedicated team of five Physics specialists teaching at Monmouth Comprehensive who are there to support all students in every aspect of their studies. The interests of the teachers range from medical physics and engineering to particle and astrophysics.

The course

year one – a/s Levelunit 1: Particles, Quantum Phenomena &

Electricity (20%)

unit 2: Mechanics, Materials & Waves (20%)

unit 3: Practical Skills Assessment (10%)

year two – a Levelunit 4: Fields & Further Mechanics (20%)

unit 5: Nuclear Physics, Thermal Physics & optional topic (20%)

The optional topic will be selected from the following: Astrophysics (most likely choice), Medical Physics, Applied Physics and Turning points in Physics.

unit 6: Investigative Skills Assessment (10%)

24



PsychoLogySubject Leader: Miss N Taylor

Psychology involves the study of the human mind and behaviour and apart from its fundamental interest will be of use to anyone pursuing a people oriented career. Its value is recognised within a range of fields from business and education to health and sport. There are no special requirements of the course but good passes in English, Maths and Science would be an advantage.

The concept of ‘How Science Works’ underpins the study of this course and students develop an understanding of how scientists investigate phenomenon in their attempts to explain the world about us and the influence this can have on society. A critical approach and an appreciation of ethical considerations are encouraged, along with improved analytical and essay writing skills.

year one


(Assessed by examination at the end of the year)unit 1:

Cognitive Psychology – models of memory and the importance of memory in everyday life.

Developmental Psychology – early social development and the effects of day care.

Research methods – investigation design, analysis and presentation.

unit 2:

Biological Psychology – stress as a bodily response and stress in everyday life.

Social Psychology – explanations of why people conform, obey and resist.

Individual Differences – definitions, explanations and treatments for psychopathology.

year Two

advanced Level

(Assessed by examination at the end of the year)unit 3:

Students will develop knowledge, understanding and skills of analysis and evaluation in relation to THREE topics selected from the following:

• Biological rhythms and sleep

• Perception

• Relationships

• Aggression

• Eating behaviour

• Gender

• Intelligence and learning

• Cognition and development

unit 4:

Psychopathology – clinical characteristics, explanations and treatments of anxiety disorders.

Psychology in action – detailed investigation of one contemporary applications of psychology chosen from:

• Media Psychology

• Psychology of addictive behaviour

• Anomalistic Psychology

Psychological research and scientific method – an extension of knowledge gained at AS into research design, data analysis and data interpretation.

The study of Psychology combines particularly well with Biology and it also complements subjects such as Physical Education and Business Studies.

A qualification in Psychology will be relevant to students aiming for careers in Social Work, Teaching, Medicine and Health Care, Business and Criminology.

Psychology students working with textbook authors Rob Lewis

25



reLigious sTudies (PhiLosoPhy and eThics)Subject Leader: Mrs S Perry-Phillips

An ‘A’ Level in Religious Studies does not attempt to encourage pupils to a particular religious commitment but is an intellectually demanding educational activity by which students may identify and explore fundamental questions of human existence.

Candidates are not required to have studied the subject at GCSE or to have obtained a qualification at this level, but will need to be able to demonstrate good achievement in terms of their literacy and logic skills. Maths and English GCSE results will therefore be key considerations for students taking this subject.

year one


(AS examinations)unit 1- Foundations of Philosophy and ethics

• A study of Philosophical Arguments for the Existence of God including Teleological and Cosmological Arguments.

• A study of Selected Problems in Philosophy of Religion including Evil and Suffering and Miracles.

• A study of Ethical Concepts such as Religions and Morality, Utilitarianism, and Situation Ethics.

• A study of Ethical Issues such as Sexual Issues and War and Peace.

unit 2 – investigations in Philosophy or ethics

This unit allows students the opportunity to undertake individual research into a topic of interest. It is Enquiry-Based Learning and involves independent study and investigation.

• Medical Ethics – Abortion, Contraception, Genetic Engineering, Organ Transplantation, Medical Resources, Euthanasia, Palliative Care, Fertility Treatment, Neo Natal Care.

year Two

advanced Level

(A2 examinations)unit 3 – development in Philosophy and ethics

• A study of Philosophical Arguments about the Existence of God including the Ontological Argument and the Argument from Religious Experience; and the Non-existence of God.

• A study in Selected Problems in Philosophy of Religion including Beliefs about Life After Death; and a Study of Religious Language.

• A study of Ethical Concepts such as Deontology, Natural Law and Virtue Ethics.

• A study of Selected Problems in Ethics such as Meta Ethics and Emotivism and Justice, Law and Punishment.

unit 4 – implications in religious ethics

An Anthology of Ethical Commentary.

‘AS’ and ‘A’ Level Religious Studies (Philosophy and Ethics) will provide candidates with a foundation and preparation for the study in Further Education. The course examines a student’s ability to select and present relevant factual information in an organised manner, to show understanding of its nature and significance and to demonstrate a capacity for critical evaluation. Those wishing to continue with their studies in Religion, Philosophy, Psychology, Sociology, Humanities, history, English, and Politics will find the course of great value.

26



weLshSubject Leader: Miss A Pearson

If you have enjoyed studying Welsh at GCSE then the next stage towards being a fluent Welsh speaker is to follow the AS course. AS Level Welsh is available to anyone who has a GCSE Full or Short Course pass in Welsh as a second language, ideally at grade ‘B’ or above. At AS and A2 Levels students will be able to ‘Croesi’r Bont’ – to cross the bridge to speaking and understanding Welsh fluently.

At AS Level you will be able to practise speaking Welsh every day and have the opportunity to study the language in much greater depth. In order to succeed at AS and A2 Levels you will also need to practise using your Welsh outside of lessons as much as possible. The department will arrange visits to Welsh plays and films and Welsh courses. You will also be encouraged to help with Year 7 or 8 Welsh lessons, to help out with the organisation of the School Eisteddfod, the weekly Clwb Cymraeg (Welsh Club) and come as a ‘Swog’ (helper) to the Urdd Centres in Llangrannog and in Cardiff Bay.

20% of the population of Wales speak Welsh fluently and this figure is rising. Amongst young people of school-age the figure is 40%. Research shows that understanding more than one language allows us to think more flexibly and creatively. Learning Welsh opens the door to experiencing a different culture of music, literature, TV and radio. Nowadays Welsh is a highly sought after qualification for many careers. It is particularly useful for jobs in TV and Radio, teaching, tourism, drama, the civil service and local government, administration, translation, sub-titling and journalism.

With Welsh AS and A2 qualifications you can progress to a degree in Welsh, teaching, journalism, business, media studies, administration, Leisure and Tourism, Welsh Studies, Welsh History, Celtic Studies, Celtic Languages and many more. Welsh AS and A2 are fully accepted qualifications at all British Universities and colleges. As well as the university colleges in Wales you can even study Welsh at Oxford and Cambridge!

course content: as

CA1: Oral (40%)As at GCSE the greatest emphasis at AS Level is on Speaking Welsh. In the Oral Exam you will talk in a small group and this accounts for 40% of the total grade. The main focus is a discussion of the Welsh film ‘Hedd Wyn’ but you will also discuss a theme from the film more generally, discuss Welsh television and radio programmes and Welsh plays and films.

CA2: Written Coursework (30%)The coursework element at AS consists of a single project about any topic of your choice in a local or a Wales context. For example you might choose to write about the theatre, local history, local events, S4C, Radio Cymru, learning Welsh, the National Eisteddfod, a Welsh writer, the National Assembly, the Urdd, Cardiff, farming or sports. The project is 2000 to 3000 words long and will include four different styles of writing e.g. letter, biography, newspaper report, magazine article, story, dialogue or diary.

CA3: Written exam (30%)Grammar: In the grammar section you have to write correct sentences using given words or phrases, identify deliberate mistakes and write about a personal experience.

Poetry: In all you will study seven poems during the course. You will learn about the content of the poems, the different ways of writing and give your personal opinion on each of the poems.

course content: a2

CA4: Oral (30%)In the A2 Oral Exam again you will talk in a small group but this time the main discussion is about Saunders Lewis’ play ‘Siwan’. You are also asked to discuss a more general topic arising from the play as well as Welsh television and radio programmes, Welsh on the internet, Welsh plays and films and Welsh language magazines and newspapers.

At A2 there are two written exams:

CA5: Written Exam (40%) 1¾ hoursShort Stories: Four modern short stories by Mihangel Morgan and Ioan Kidd are studied during the course. In the exam you will be asked to analyse the stories and the literary techniques used.

Trawsieithu: For ‘trawsieithu’ you are asked to read a topical article in English and write a letter in response to it in Welsh.

CA6: Written exam (30%) 1¾ hoursGrammar: In the grammar section at A2 you have to write correct sentences using specified tenses and translate sentences from English to Welsh.

Poetry: At A2 we will concentrate on more general poetical themes and techniques and in the exam you will analyse an unseen Welsh poem.

27



Vocational qualifications are well established in the school and many past students have used these vocational courses to qualify for entry to universities, and as a qualification and preparation for employment.

BTECs are vocationally related qualifications, where learners develop knowledge and understanding by applying their learning and skills in a work-related context. Additionally, they are popular and effective because they engage learners to take responsibility for their own learning and to develop skills that are essential for the modern-day workplace. These skills include teamworking, working from a prescribed brief, working to deadlines, presenting information effectively and accurately completing administrative tasks and processes. BTEC Firsts motivate learners and open doors to progression into further study and responsibility within the workplace.

Monmouth Comprehensive School is offering these qualifications at Level 3 (2 year courses) and Level 2 (1 year courses).

For entry to a BTEC Level 3 course students will be expected to have achieved at least 6 ‘C’ grade GCSEs or equivalent, to include either Maths or English, dependent upon the subject chosen for study.

Level 3 courses

national extended diplomaThe BTEC National Extended Diploma is made up of eighteen vocational units and is equivalent to three ‘A’ levels. This is a full time course and units are graded Pass, Merit and Distinction.

national diplomaThe BTEC National Diploma is made up of twelve vocational units and is equivalent to two ‘A’ levels.

national subsidiary diplomaThe BTEC National Subsidiary Diploma is made up of six vocational units and is equivalent to one ‘A’ level.

Level 2 coursesFor entry to a Level 2 course, students would be expected to have achieved some GCSE or equivalent qualifications and would be recommended to have achieved D grades in at least some of the subjects or to have had the potential to do so. Level 2 courses are a one-year, full-time program of study and GCSE Maths and English resit courses can be accommodated in the timetable as required.

BTec First extended certificatesThe new generations of BTEC First courses are the equivalent to four GCSEs.

They consist of 2 forms of assessment:

continual assessment Assessments are teacher-led

external assessment Assessments are led by the examination board

Once achieved, the First Extended Certificate is worth the equivalent of four GCSEs at grades A* - C and is acceptable towards employment in the related vocational area. Successful achievement on a BTEC Level 2 course may also be used towards the entry requirements for a Level 3 course.

Further queries regarding Vocational Level 2 and Level 3 courses should be directed to Mr S Williams, Vocational Co-ordinator.

28



Business

BTec naTionaL subsidiary diploma

Subject Leader: Miss S Caswell

The Level 3 BTEC National Subsidiary Diploma in Business is designed to provide highly specialist work-related skills in the Business sector. Students will gain the knowledge, understanding and skills that they need to prepare for employment within Business.

The four core units give students an introduction to and understanding of the business environment, management of resources, marketing and communication – all fundamental to the success of business organisations.

assessment of the course:The assessment approach of the BTEC Nationals in Business allows learners to receive feedback on their progress throughout the course as they provide evidence towards the assessment and grading criteria.

Evidence for assessment may be generated through a range of diverse activities including assignment and project work, case studies, workplace assessment, role play and oral presentation.

higher education and employment opportunities:The BTEC National in Business provides a route to employment or higher education in the many diverse areas of business. These could include specialist areas such as Management, Marketing, Finance, Law, Customer Service or Human Resources.

Unit 1: The Business EnvironmentThis unit introduces students to a range of business activities. Students will consider the purposes of different organisations and the influence of stakeholders and how businesses organise themselves through strategic planning and organisational structures..

Unit 2: Business ResourcesAt the core of every organisation are the human, physical, technological and financial resources that enable it to function. This unit will give students a broad understanding of the importance organisations place on managing their resources efficiently in order to achieve their objectives. Students are required to relate their understanding of resource management to a real organisation.

Unit 3: Introduction To MarketingMarketing is at the heart of every organisation’s activity. This unit will introduce students to some of the tools and techniques all types of organisations use to achieve their objectives.

unit no. Title Type of assessment and date due

1 The Business Environment Coursework due Term 1

2 Business Resources Coursework due Term 2

3 Introduction to Marketing Coursework due Term 3

4 Business Communication Coursework due Term 4

9 Creative Product Promotion Coursework due Term 5

18 Managing a Business Event Coursework due Term 6

Unit 4: Business CommunicationThe aim of this unit is to show students that the collection and management of business information, and the successful communication of that information throughout a business, is critical for the future prosperity of any organisation.

Unit 9: Creative Product Promotion The aim of this unit is to give students an opportunity to learn about the promotion mix, and the related topics of buyer behaviour and branding, before going on to design their own small-scale promotional campaign.

Unit 18: Managing A Business EventThe aim of this unit is to develop students’ skills in and knowledge of organising and co-ordinating a business event. Students will do this through planning, providing support and follow-up activities involved in running a business event.

29



engineering

BTec subsidiary diploma Level 3

Subject Leader: Mr P Bland

Course Coordinator: Mr T White

The BTEC National Subsidiary Diploma in Engineering offers students a course that focuses on various aspects within the vocational sector of engineering, broadening a the range of studies for those mainly following a GCE route (or a combination) and provides an engineering emphasis.

The BTEC National Subsidiary Diploma in Engineering has the equivalence of one GCE A Level, and it is possible for students to progress further into higher education, as a successful qualification gives UCAS points towards university applications. The course is, therefore, especially suitable for Sixth Form students who wish to follow a shorter programme of study directly related to engineering which is an area that interests them in respect to their future career pathway.

The course will give you an understanding of the practical skills and knowledge needed to begin professional work in engineering or to move on to further study. You will discover what opportunities are available, helping you to choose a career in your preferred area of work and progress within your chosen field.

The units studied will be designed to best meet local needs. It consists of two core units plus up to four specialist units. The structure of the course allows students to build upon interests and introduces them to new areas, for example: engineering drawing for technicians and metallurgical techniques.

A successful student can progress straight into a career. There are a range of potential occupations that can be accessed, for example: mechanical engineer, electronic engineering technician or mechanical engineering technician.

The entry requirements for the BTEC National Subsidiary Diploma in Engineering is a broad education including, for example, a BTEC First in Engineering and/or four GCSEs (graded C or above) and, in addition, the interest in an engineering career and the potential to succeed in achieving the qualification. The course requires two academic years to complete.

30



sPorTs and eXercise science

BTec national subsidiary diplomadiplomaextended diploma

Subject Leader: Mr S Williams Course Co-ordinator: Mr P Michael

This is a vocational course for students who are interested in Sport, Physical Education and Science. The focal point of this course is the development of performance, with an understanding of sports science and its various concepts. The knowledge of the scientific disciplines will be developed through the practical. This is a demanding course which consists of practical and theory being married together and the application of one to the other. Assessment is by assignment work throughout the two years.

The course requires its candidates to be well motivated and disciplined as some modules are off campus (One week residential Outdoor Education and Work Experience). The practical studies will give the candidates coaching experiences in e.g. Rugby, Football, Swimming, Badminton, Tennis and First Aid.

This vocational course is equivalent to 1, 2 or 3 ‘A’ Levels, depending on the number of units PASSED. It allows the candidate to enter employment or continue into higher education with many opportunities available.

employment opportunitiesRecreation manager, sports coach, sports development officer, leisure centre attendant, Fitness Instructor, PTI Armed Forces, Outdoor Pursuits Instructor, Police Force.

university/higher education opportunitiesSports Science, Human Movement Studies Leisure/Recreation, Physical Education, Physiotherapy and Sports Sandwich courses.

entry requirementsTo gain access onto the BTEC National Sport and Exercise Science course you will require an interest in Sport plus 6 GCSE’s at grade C or above.

BTec national diploma in sport and exercise sciencesThis is a Level 3 qualification that consists of six core units plus twelve specialist units

BTec Level 3’s in sport & exercise science

course units year 1 units year 2 credits

Subsidiary Diploma

1 - Anatomy for Sport & Exercise 2 - Sport & Exercise Physiology

12 - Sports Nutrition 3 - Sport & Exercise Psychology 18 - Practical Team Sports 16 - Sports Coaching 60Diploma 11 - Analysis of Sports Performance 4 - Research Methods For Sport &

Exercise

27 - Profiling Sports Performance 5 - Research Project for Sport & Exercise

9 - Fitness Training & Programming 6 - Sports Biomechanics in Action 120

Extended Diploma

15 - Sports Injuries 21 - Applied Sport & Exercise Physiology

22 - Exercise for Specific Groups 8 - Fitness Testing for Sport & Exercise 14 - Instructing Physical Activity &

Exercise7 - Exercise, Health & Lifestyle 180

31



heaLTh and sociaL care

BTec nationals in health and social care (Level 3)

Subject Leader: Miss N Taylor

The BTEC National qualification in Health and Social Care is designed to provide specialist work-related skills and knowledge that prepare learners for employment or continued study within the vocational area. Students are given the opportunity to develop a range of techniques, personal skills and attributes essential for successful performance in working life or higher education. A series of work placements are undertaken which act as a focal point for learning as the course successfully combines theoretical knowledge and practical skills. The course is demanding and requires commitment and dedication as assessment is ongoing through assignments and project work.

Throughout the course students produce a professional development portfolio which links many aspects of the programme as well as their individual experiences.

Successful completion of the course may provide a qualification equivalent to 1, 2, or 3 A levels as it may be studied as a whole qualification or in combination with an A level programme.

The following core units are studied:

unit Title

1 Developing Effective Communication in Health and Social Care

2 Equality, Diversity and Rights in Health and Social Care

3 Health, Safety and Security in Health and Social Care

4 Development Through the Life Stages

5 Fundamentals of Anatomy and Physiology for Health and Social Care

6 Personal and Professional Development in Health and Social Care

7 Sociological Perspectives for Health and Social Care

8 Psychological Perspectives for Health and Social Care

A wide range of specialist units are also available covering topics such as nutrition, public health, environmental health, counselling complementary therapies and caring for and supporting the elderly and the very young.

Images: Students taking part in a sponsored abseil in aid of the Attik Youth Centre

assessment of the course:• A portfolio of work

• Externally assessed assignments

• Internally assessed projects and coursework

• Work placement evidence

employment opportunities:This course is suited to anyone interested in a career in nursing and the medical field or care and social work as it provides a national qualification recognised by employers. On completion of the course students may apply for jobs as residential carers, day care and community workers, social work assistants and youth workers.

higher education opportunities:This course can help students to progress to higher education and further study for example a degree, foundation degree or diploma course. Appropriate degree courses include; nursing, counselling and therapy, radiography, midwifery, occupational therapy, teaching and social work.

32



Business

BTec First extended certificate

Subject Leader: Miss S Caswell

This is a one year course which is equivalent to 4 GCSEs grades A* - C.

The aims of this qualification are to:

• inspire and enthuse learners to consider a career in the business sector

• give learners the opportunity to gain a broad knowledge and understanding of, and develop skills in, the business sector

• support progression to a more specialised level 3 vocational or academic business course or apprenticeship

• give learners the potential opportunity, in due course, to enter employment within a wide range of job roles.

assessment:The BTEC Level 2 First Diploma in Business includes two externally assessed units. This will assist learners as they progress either into higher levels of vocational learning or to related academic qualifications, by providing independent assessment evidence of learning alongside the portfolio-based assessment.

The remaining units are internally assessed. Evidence for assessment can be generated through a range of activities, including role play, practical performance and verbal presentations.

structure:BTec Level 2 extended certificate in Business

unit no. Title Type of assessment and date due

1 Enterprise in the Business World Internal

2 Finance for Business External (1 hour on-screen test)

MandaTory uniTs

9 Principles of Marketing External (1.5 hour exam)

oPTionaL uniTs

3 Promoting a Brand Internal

4 Principles of Customer Service Internal

6 Introducing Retail Business Internal

12 Introducing Law and Consumer Rights

Internal

13 Financial Planning and Forecasting Internal

14 Business Online Internal

16 Enhancing the Customer Experience

Internal

17 Visual Merchandising in Retail Business

Internal

Industrial visits are an essential component of this course and students are expected to carry out a work experience placement. There are no examinations in the course. All assessment is through the production of a portfolio of evidence which will include witness statements and evidence of presentations as well as written material. Some assessments will be through observations and witness

statements gained whilst on work experience. You do not need to have prior knowledge of Business Studies to take this course. The only requirements are enthusiasm, good research skills, good communication skills and an enquiring mind.

33



sPorT BTec First extended certificate

Subject Subject Leader: Mr S Williams

Course Co-ordinator: Mr P Michael

The course will be assessed through coursework in 10 of the 12 units studied.

Unit 1: Fitness Testing for Sport & Exercise, and Unit 7: Anatomy and Physiology for Sports Performance will be assessed through a controlled external assessment.

This is a one year course which is equivalent to 4 GCSEs grades A* - C.

The aims of this qualification are to:

• inspire and enthuse learners to consider a career in the Sport sector

• give learners the opportunity to gain a broad knowledge and understanding of, and develop skills in, the Sport sector

• support progression to a more specialised level 3 vocational or academic Sport/Sport & Exercise Science course or apprenticeship

• give learners the potential opportunity, in due course, to enter employment within a wide range of job roles.

assessment:The BTEC Level 2 Extended Certificate in Sport includes two externally assessed units. This will assist learners as they progress either into higher levels of vocational learning or to related academic qualifications, by providing independent assessment evidence of learning alongside the portfolio-based assessment.

structure:BTec LeveL 2 extended certificate in sport

uniT core uniTs assessMenT

1 Fitness for Sport and Exercise External

2 Practical Sports Performance Internal

MandaTory uniTs

7 Anatomy and Physiology for Sports Performance External

oPTionaL uniTs

3 The Mind and Sports Performance Internal

4 The Sports Performer in Action Internal

5 Training for Personal Fitness Internal

6 Leading Sports Activities Internal

8 Promotion and Sponsorship in Sport Internal

9 Lifestyle and Well-being Internal

10 Injury and the Sports Performer Internal

11 Running a Sports Event Internal

12 The Sport and Active Leisure Industry Internal

The remaining units are internally assessed. Evidence for assessment can be generated through a range of activities, including planning and leading events, practical performance and verbal presentations.

Once completed, this qualification enables the candidate to progress on to the BTEC National Extended or Subsidiary Diploma in Sports Science, alternative further education courses, or to enter employment.

Employment opportunities may include Recreation manager, sports coach, sports development officer, leisure centre attendant, Fitness Instructor, P.T.I. Armed Forces, Outdoor Pursuits Instructor, Police Force.

34



heaLTh and sociaL care BTec First extended certificate

Subject Leader: Miss N Taylor

This is a one year course providing a qualification equivalent to 4 GCSE’s grades A*-C.

BTEC First qualifications are designed as an introductory level 2 course for learners wanting to study in in the health and social care sector. The Extended Certificate provides learners with an introduction to the health and social care sector to enable them to make informed choices about their future career and aid progression to further work based or college study. Students will undertake a work placement to apply their developing skills and knowledge in a work-related context.

The BTEC Level 2 Extended Certificate in Health and Social Care is designed to enthuse learners to consider a career in health and social care or related sector such as early years. Learners will gain a broad understanding and knowledge of the health and social care sector e.g. underpinning values and life stages experienced by individuals.

The qualification is designed to engage learners by encouraging them to develop skills that are essential for the modern-day workplace. These include working in teams, working from a prescribed brief, working to deadlines, presenting information effectively and accurately completing administrative tasks and processes.

The qualification is built on two core units that form the fundamental knowledge of health and social care principles. Learners must complete these two core units plus the two additional mandatory units and a choice of optional specialist units to reach a total of 360 guided learning hours.

health and social care BTec Level 2

unit core units assessment Method

gLh

1 Human Lifespan Development External (1 hour exam) 30

2 Health and Social Care Values Internal 30

Mandatory units

3 Effective Communication in Health & Social Care Internal 30

9 Healthy Living External (1 hour exam) 30

optional specialist units

4 Social Influences on Health & Wellbeing Internal 30

5 Promoting Health and Wellbeing Internal 30

6 The Impact of Nutrition on Health & Wellbeing Internal 30

7 Equality and Diversity in the Health & Social Care sector Internal 30

8 Individual Rights in the Health & Social Care Sector Internal 30

10 Human Body Systems and Care of Disorders Internal 60

11 Services in Health & Social Care Internal 30

12 Creative and Therapeutic Activities in Health & Social Care Internal 60

13* The Health & Social Care Sectors Internal 30

14* The Early Years Sector Internal 30

*Only one of these units may be selected for teaching

All Units are graded as Pass, Merit or Distinction. Internal assessment enables learners to receive feedback on their progress throughout the course. Units 1 and 9 are assessed by paper-based examination.

The BTEC Level 2 Extended Certificate in Health and Social Care is designed to develop knowledge and understanding required in the health and social care sectors to provide opportunities for learners to gain a nationally recognised vocationally specific qualification to enter employment as a health or social care worker, or progress to other vocational qualifications such as BTEC National Diploma in Health Studies, Care

35



weLsh BaccaLaureaTe advanced diPLoMa The Welsh Baccalaureate is an exciting qualification for students that adds a valuable new dimension to the subjects and courses already available for 16 to 19 year old students.

It combines personal development skills with existing qualifications like A levels and BTECs to make one wider award.

course detailsThe Welsh Baccalaureate Qualification consists of two parts:

core - consisting of five components:

• Essential and Wider Key Skills – these are Communication, ICT, Application of Number, Working With Others, Problem Solving and Improving Own Learning and Performance. Essential Skills qualifications can attract UCAS points in their own right as well as being a key part of any portfolio submitted for the Welsh Baccalaureate.

• Wales, Europe and the World – your chance to learn more about Wales and its relationship with Europe and the world. This includes a language module at a level suitable for you.

• Work-Related Education – includes working with an employer and taking part in a team enterprise activity.

• Personal and Social Education – helps you explore issues in the modern world: family, health, relationships, citizenship and sustainable development. It also includes an activity in the local community.

• Individual Investigation – an opportunity to carry out personal research into an area of interest from your studies or the Core programme.

.

options

These include achievement in courses / programmes currently offered e.g. AS / A levels and BTEC qualifications

Together, the Core and Options make up the welsh Baccalaureate Qualification. This is supplemented by personal guidance and Mentoring by their Welsh Baccalaureate Tutor.

To achieve the Welsh Baccalaureate Advanced Diploma a student must successfully achieve two or more A Levels (Grades A-E), or a Pass at BTEC (Level 3), and complete the Advanced Core Programme.

The qualification is graded (A* - C).

Many universities place great value on the Core Qualifications and the Individual Investigation in particular. It is formal recognition that the skills and experiences students gain are valuable when continuing into higher education, or moving into employment.

The qualification will be supported by five hours of Integrated Curriculum learning time per fortnight and much of the evidence and skills required will be developed from your options.

“We welcome this qualification and accept the Core as having the recognised tariff value of 120 UCAS points. This applies across ALL of our Degree programmes.”

head of admissions, university of exeter

“The emphasis on organising and researching your work individually in the Welsh Baccalaureate really prepared me for university where we are expected to work independently. For instance, it is left up to us to conduct our own research to complete tasks such as writing essays and preparing for tutorials.”

current undergraduate student

“Welsh Baccalaureate students’ Essential Skills, combined with their subject expertise, will better prepare them for study at degree level. They will also, through their work and community experience, bring a new level of employment and civic awareness which they will be able to apply to their studies.”

head of admissions and recruitment, university of aberystwyth

36



gcse MaThs and engLish

GCSE Maths and English resit classes are available. Please discuss your requirements with the Sixth Form Progress Leader.

37



oPen universiTy

degree study for sixth Formers at Monmouth comprehensive

School Coordinator: Mrs C Dean

We offer first year undergraduate courses to Sixth Formers via the Open University.

The courses supplement, rather than replace, traditional AS and A Level subjects. Students can choose from a range of courses from different disciplines including arts, social science, mathematics, science, ICT, technology and environmental studies. The courses are delivered via the Open University’s distance learning teaching, with students having access to an Open University tutor, and a school co-ordinator. The courses foster independent study and personal organisation skills and provide an excellent foundation for university study. Courses begin in November, February and May and last for 10 weeks.

38



duke oF edinBurgh awardSchool Contact: Mr M Powell Community Involvement & Student Enrichment Co-ordinator

Twelve of our students completed their Gold expedition in The Lake District in the summer holiday.

The five day trip comprised hiking 21km per day (84Km in total) through the stunning Cumbrian hills carrying all their kit in some very poor weather conditions.

With over 5000 feet of climbing the students richly deserve their award if for nothing else than surviving one of the wettest nights in Cumbria for 5 years.

To achieve this very prestigious award students also have to:

• complete a practice expedition

• complete one week residential course

• volunteer in the community for 12 months

• learn a new skill and complete a physical activity (one for 12 months the other for 6 months)

If you achieve the Gold Award you will receive your Award in person at St James’s Palace in London, in the presence of The Duke of Edinburgh or the Earl of Wessex.

The website is full of information www.dofe.org

39



worLd chaLLenge School Team Leader: Miss H Feldon

Moroco 2012, Bolivia 2014!In July 2012 a World Challenge expedition took two teams of Year 12 and 13 students to Northern Morocco.

The trip lasted for 2 weeks and left in the last week of the Summer Term. The students completed

challenging treks of the Rif Mountains and constructed a bridge and a well in a small village. Based upon the success of this expedition, we are running another to Bolivia in 2014. This promises to be even bigger and better than anything we have done before.

The 3 week expedition will take in a challenging trek of the Andes and visits to the Uyuni Salt Flats and Lake Titicaca. Challengers will also have time to explore the markets of La Paz and engage in valuable and rewarding community work; possibly working with street children and/or in an orphanage.

World Challenge does exactly what its name suggests. It takes young people to corners of the world which they may not immediately consider travelling to, and challenges them in every way. From initial sign up, young people are immersed in the task of raising large sums of money to fund their trip. They can then expect huge, physical, mental and emotional challenge in the build up to, and whilst on the expedition. Participation in World Challenge is something which Higher education Institutions and employers value extremely highly. They recognise the commitment and ambition required, as well as the wealth of skills that are nurtured along the way. Young people manage the budget, arrange transport, accommodation and help to build the itinerary. There is never a dull moment in the “World Challenge” world, nor a regret from a participant!

World Challenge offers students incredible and diverse experiences that compliment other

opportunities available in the Sixth Form, e.g. MCS Charity Committee and the Eco-council. It gives

students get a real sense of global citizenship and a wide perspective of the world they live in.

World Challenge is certainly a vibrant feature of life in the Sixth Form at MCS!

40

Further Information


head BoyName: Liam Richards

From: Usk

Is studying: Biology, Chemistry and Maths

Is hoping to study: Biomedical Science

Statement:

If I could go back and repeat the past 7 years of my life, I would choose to come to Monmouth Comprehensive School all over again. It is more than just a place of education. You are supported in planning and making your own journey and when you leave, you will look in the mirror proud of the person you see staring back at you and proud of the things you had accomplished with the schools support and guidance. It has been an honour to be Head Boy for Monmouth Comprehensive School.

There are opportunities for every individual at Monmouth Comprehensive. If you are a sportsman there are a wide range of physical activities available, including the opportunity to take part on a sports tour - the school has previously been on tours to Spain and Italy. Musicians are given many opportunities to play and improve inside and outside of lessons with orchestras and bands, and are regularly to be seen rehearsing for their next big event. I have a keen interest in science and was given the opportunity to take part in the Monmouth Science Initiative through my school; this allowed me to take part in practical science outside of my curriculum stretching my interest past the classroom. These are just a few examples of the things available at Monmouth Comprehensive. There really are opportunities to suit everyone.

The atmosphere of the school is completely unique; everyone is of equal value and worth, with each person being given the opportunity to voice their opinion. The educational reputation of Monmouth Comprehensive School speaks for itself , and staff and students have a mutual respect for each other. I truly do not wish to leave Monmouth Comprehensive and will look back to my time here with a smile on my face. Thanks to the work put in by Monmouth Comprehensive School I now know that I am ready to go on to lead my life, and for that I can never thank the school enough.

head girlName: Ella Phillips

From: Wonastow

Is studying: English literature, Philosophy and Ethics, and French

Is hoping to study: Law with French

At: Birmingham University

Statement:

Lugging the whole of WHSmith’s stationary department in my sensibly fastened backpack I ran across the yard eagerly on my first day of secondary school, sporting embarrassingly flared trousers and a terrible hairstyle. Although I pray that my taste in fashion has altered since then, my eagerness for school life has remained at that sprinting pace as I approach the last lap of my educational journey at Monmouth Comprehensive School. The school in which I entered is different to any other educational institution; Monmouth Comprehensive School prides itself on ensuring that every student has the right to call it ‘my school’. The diversity in the needs and aspirations of these individuals means that the bridge between pupils and staff is well-built. As Head Girl I have been privileged enough to meet and work with a huge variety of students at this school. It is encouraged at Monmouth Comprehensive School to have a sense of identity which, in turn, leads to happy and comfortable students and staff who have a passion for learning. We do not, however, only learn in the classroom. The relationships, skills and memories here will enable every student who walks out of Monmouth Comprehensive School to have the ability and willingness to lead their own life.

41

Further Information


deputy head BoyName: Max Senior

From: Oxford

Is studying: PE, Sports Science and Geography

Is hoping to study: Sport and Social Sciences

At: Bath University

Statement:

Despite living in the catchment area to go to another school, I can honestly say that making the choice to come to secondary school at Monmouth Comprehensive is a decision that I have not once regretted. For me personally this school is more than just a school, it’s like a family where everyone looks out for each other. The lifelong friendships that I have been lucky enough to make here at MCS make me realise how lucky I am.

Monmouth Comprehensive School has enabled me to ‘learn to lead my own life’, teaching me vital lessons along the way. It is a school that represents equality, a place where everybody is equal and deserves to be treated with the same amount of respect. The opportunities that MCS provides are endless whether it is sport, academic or music related, you name it! It is a school that meets the needs of, and tries to get the very best out of, every individual regardless of their interests. Whatever your dreams and ambitions, the never ending support from teachers and students alike will help you every step of the way in fulfilling these dreams and ambitions.

I think it’s fair to say that I joined MCS from my Primary School as a bit of a free spirit. I am extremely grateful to this school as it has allowed me to progressively grow and mature as an individual throughout my 6 years here, never once trying to curb my fun and energetic side. I feel extremely privileged to be writing this as the Deputy Head Boy of such a successful school and it makes me proud to say that I went to Monmouth Comprehensive. If someone was to give me the opportunity to do the journey all over again I would bite their hand off, so make the most of it!

deputy head girlName: Carrie Langley

From: Raglan

Is studying: History, Welsh, English Literature and Geography

Is hoping to study: History

Statement:

When, in the future, I recall the days I have spent at Monmouth Comprehensive School I have no doubt that it will be with ever increasing fondness. It is here that I have learned the skills that will enable me to succeed in later life and here that I have made friends who I know will be friends for life.

The learning environment at Monmouth Comprehensive School is one that ensures every student’s contribution is valued and it is this, along with the encouragement of independence and individuality that provides the confidence for each student to work at their very best. There are also many opportunities for students to pursue their interests outside of the classroom: on school trips, during after school clubs or by contributing to the school community through the School Council and Charity Committee.

When I first came to the school at the age of eleven I remember embarking on every new task with eagerness and enthusiasm, the backing of my form teacher and CREW ensuring that I felt at home right from the beginning. The amount of support that I received during my first year at the school has never faltered and has made sure that (except for occasionally on a Monday morning) my first enthusiasm has never faded. I still enjoy coming to school!

42

Further Information


The school dayTo accommodate the wide range of options and choices available in Year 12, the timetable runs from:-

8.45am - 3.00pm Monday, Wednesday and Friday 8.45am – 4.20pm Tuesday and Thursday

Personal study time will vary depending on options chosen and will be built into individual timetables

MON TUES WEDS THURS FRI

8:45-9:05 Registration Registration Registration Registration Registration

9:05-10:05 Period 1 Period 1 Period 1 Period 1 Period 1


11:05-11:30 Break Break Break Break Break


12:30-13:00 Lunch Lunch Lunch Lunch Lunch



15:00-15:20 Break Break

15:20-16:20 Period 6 Period 6

43

Further Information


TerM daTes

autumn Term 2014

Commence Monday 01 September

Half Term Monday to Friday 27 October – 31 October

Finish Friday 19 December

spring Term 2015

Commence Monday 05 January

Half Term Monday to Friday 16 February – 20 February

Finish Friday 27 March

summer Term 2015

Commence Monday 13 April

Half Term Monday to Friday 25 May – 29 May

Finish Monday 20 July

The school will close for Teacher In-Service Training days.

The dates of closure have yet to be confirmed.

44

Further Information


siXTh ForM uniForM PoLicy

compulsory wear

Boys Plain Black Trousers Tailored type. Available from Trutex Catalogue or elsewhere.

white Formal shirt Available from Trutex Catalogue or elsewhere. To be worn with Sixth Form Tie.

sixth Form Tie Available only from Ross Labels

shoes Plain Black. No ‘Trainer type’ wear.

girLsPlain Black Trousers Tailored type. Available from Trutex Catalogue or elsewhere.

Plain Black skirt Available from Trutex Catalogue or elsewhere. If purchased elsewhere, style as per skirts available in Trutex Catalogue. No stretch material for skirts that allows the skirt to rise above the knee. No denim, no combats.

white Fitted Blouse Long-sleeved Revered Collar complete with School Crest. Available only from Ross Labels.

Tights Natural or black. No patterned tights.

shoes Plain Black. Maximum Heel 8cms. No ‘Trainer type’ wear.

optional outerwearBlack v-necked sleeveless Jumper Plain or with School Crest . School Crested Jumper available from Trutex Catalogue or Ross Labels.

Black v-necked Long-sleeved Jumper Plain or with School Crest . School Crested Jumper available from Trutex Catalogue or Ross Labels.

Black Fleece Complete with School Crest. Available only from Trutex Catalogue or Ross Labels.

Plain coat Preferred Black or Grey. No large designer labels.

Jewellery One pair of stud type earrings One necklace, to be worn underneath shirt or blouse One ‘band’ type ring A wristwatch

No other jewellery permitted. No jewellery permitted to be displayed in eyebrow, lip, nose or tongue.

hair colour Natural or dyed a natural colour No bleaching or extreme colour

45

Further Information


‘a’ LeveL eXaMinaTions 2010 a * a B c d e u Total entry % a-c Pass

%a-e Pass

Art & Design 0 0 1 1 0 0 0 2 100 100

Art & Design, Applied 0 1 3 3 2 1 0 10 70 100

Biology 3 4 9 13 4 2 1 36 81 97

Business Studies 0 0 2 2 2 1 1 8 50 88

Business Studies, Applied 1 0 1 1 0 0 0 3 100 100

Chemistry 3 2 4 2 2 1 1 15 73 93

Dance 0 0 1 1 1 0 0 3 67 100

Drama 0 0 9 1 3 2 0 15 67 100

D&T 0 0 1 2 2 0 0 5 60 100

English Language 0 3 2 2 4 0 0 11 64 100

English Literature 5 8 8 14 5 2 0 42 83 100

French 0 2 0 0 0 1 0 3 67 100

Geography 0 2 6 2 1 0 0 11 91 100

Geology 0 0 1 1 4 0 0 6 33 100

German 1 0 0 1 0 0 0 2 100 100

Health & Social Care 0 0 0 2 2 1 0 5 40 100

History 9 12 10 8 5 0 0 44 89 100

History, Classics 0 3 7 6 2 0 0 18 89 100

Information Technology 0 6 10 7 1 0 0 24 96 100

Law 0 0 0 2 1 1 0 4 50 100

Mathematics 2 3 4 4 3 0 0 16 81 100

Music 0 0 0 0 0 2 0 2 0 100

Music Technology 1 2 2 0 2 0 0 7 71 100

Physical Education 3 2 7 2 6 1 0 21 67 100

Physics 1 1 2 2 3 2 2 13 46 85

Psychology 4 5 7 9 3 0 0 28 89 100

Religious Studies 5 2 3 1 0 2 0 13 85 100

Sociology 0 0 2 3 1 0 0 6 83 100

Spanish 1 1 0 0 0 0 0 2 100 100

Welsh 1 2 3 1 1 0 0 8 88 100

46

Further Information


a' LeveL double award aa aB BB Bc cc cd dd de ee entries

Art 1 1 1 0 2 1 0 0 0 6

BTec First diploma P M d d* entries

Business 4 4 0 0 8

BTec national certificate PP MP MM dM dd entries

Sports Science 1 0 0 0 0 1

BTec national diploma PPP PPM PMM MMM dMM ddM ddd entries

Sports Science 0 1 1 1 0 0 1 4

47

Further Information


‘a’ LeveL eXaMinaTions 2011 a* a B c d e u entries % a*-c Pass %a*-e Pass

Art & Design, Fine Art 5 0 1 0 1 0 0 7 86 100

Art & Design, Vocational 0 0 1 0 0 0 0 1 100 100

Biology 3 7 8 4 5 2 0 29 76 100

Chemistry 1 3 5 3 3 0 0 15 80 100

D&T 0 2 1 4 0 0 0 7 100 100

Dance 0 2 2 1 1 0 0 6 83 100

Drama 0 2 5 5 8 1 0 21 57 100

Economics & Business 0 0 1 2 0 0 1 4 75 75



French 0 2 1 1 3 2 0 9 44 100

Geography 1 1 2 4 1 1 0 10 80 100

Geology 0 0 0 2 2 0 0 4 50 100

German 0 3 2 0 0 0 0 5 100 100

History 6 6 13 7 3 2 0 37 86 100

History, Classical Civilisation 0 3 2 5 2 0 0 12 83 100


Law 0 2 0 0 0 0 0 2 100 100

Mathematics 6 4 6 6 2 0 0 24 92 100

Mathematics Further 0 1 1 0 0 0 0 2 100 100

Music 0 2 2 1 0 0 0 5 100 100



Physics 0 6 5 6 1 2 1 21 81 95

Psychology 4 1 6 10 3 1 1 26 81 96


Spanish 0 1 0 0 0 1 2 4 25 50

Welsh 1 2 1 0 0 0 0 4 100 100

48

Further Information



Art 0 1 0 1 0 0 0 0 0 2

BTec national award P M d entries

Engineering 2 1 1 4

Health & Social Care 0 0 2 2

BTec national certificate PP MP MM dM dd entries

Health & Social Care 0 0 0 0 2 2

BTec L3 diploma PP MP MM dM dd d*d* entries

Sport & Exercise Sciences 0 0 0 0 0 1 1

BTec national diploma PPP MPP MMP MMM dMM ddM ddd entries

Health & Social Care 3 2 3 1 1 0 1 11

Sport & Exercise Sciences 0 0 0 0 0 0 4 4

49

Further Information



Art & Design, Fine Art 0 1 0 1 0 0 1 3 67 67

Art & Design, Vocational 0 0 2 1 0 0 0 3 100 100

Biology 2 7 2 3 3 3 0 20 70 100

Chemistry 1 6 3 1 1 0 0 12 92 100

D&T 0 0 1 4 0 0 0 5 100 100

Dance 0 0 0 2 1 0 0 3 67 100

Drama 0 0 0 2 7 1 1 11 18 91




French 1 2 1 1 0 0 0 5 100 100

Geography 2 2 6 2 2 0 0 14 86 100

Geology 0 0 2 0 0 1 0 3 67 100

German 0 0 3 0 2 0 0 5 60 100

History 5 7 8 10 2 0 0 32 94 100



Law 0 0 1 1 0 0 0 2 100 100

Mathematics 5 6 6 2 1 1 0 21 90 100


Music 0 0 0 3 2 1 0 6 50 100



Physics 1 3 1 3 3 1 1 13 62 92

Psychology 0 3 1 11 7 2 1 25 60 96


Spanish 0 0 0 0 1 1 0 2 0 100

Welsh 3 1 0 1 0 0 0 5 100 100

50

Further Information



Art 1 0 0 0 0 0 0 0 0 1

BTec L2 diploma P M d d* entries

Health & Social Care 1 0 1 0 2

Sport 2 7 0 2 11



BTec L3 subsdiary diploma P M d d* entries

Business 4 1 2 1 8

Engineering 2 0 0 0 2

Sport & Exercise Sciences 1 0 1 0 2

BTec L3 diploma PP MP MM dM dd d*d* entries

Health & Social Care 0 0 0 0 0 4 4

Sport & Exercise Sciences 2 0 0 0 0 0 2

BTec national diploma PPP MPP MMP MMM dMM ddM ddd entries


BTec L3 extended diploma PPP MPP MMP MMM dMM ddM ddd d*dd d*d*d d*d*d* entries

Sport & Exercise Sciences 0 0 1 0 2 0 1 0 1 2 7

51

Further Information



Art & Design 1 2 4 1 6 1 1 16 50 94

Biology 0 3 4 5 6 2 0 20 60 100

Chemistry 0 1 4 5 0 3 0 13 77 100

D&T 0 2 1 2 1 0 0 6 83 100

Dance 0 0 0 2 0 0 0 2 100 100

Drama 0 0 0 1 4 1 0 6 17 100




French 0 1 1 0 0 0 0 2 100 100

Geography 0 4 7 3 1 0 0 15 93 100

Geology 0 0 1 0 0 1 0 2 50 100

German 0 1 0 2 1 0 1 5 60 80

History 2 8 15 9 2 0 0 36 94 100



Law 0 1 4 0 1 0 0 6 83 100

Mathematics 2 4 6 4 3 0 0 19 84 100


Music 0 2 0 0 1 0 0 3 67 100



Physics 0 1 3 1 6 3 3 17 29 82

Psychology 0 1 7 8 3 6 1 26 62 96


Spanish 0 0 0 0 0 1 0 1 0 100

Welsh 0 1 1 2 1 0 0 5 80 100

52

Further Information



Business 0 3 0 0 3


BTec L3 subsdiary diploma P M d d* entries


Engineering 1 0 1 1 3

Sport & Exercise Sciences 0 1 1 0 2

BTec L3 diploma PP MP MM dM dd d*d d*d* entries


Sport & Exercise Sciences 2 0 1 0 1 0 0 4

BTec L3 extended diploma PPP MPP MMP MMM dMM ddM ddd d*dd d*d*d d*d*d* entries

Health & Social Care 1 1 1 0 0 2 0 0 1 2 8

Sport & Exercise Sciences 1 2 1 0 0 1 0 0 0 1 6

53

Further Information


how To Join MonMouTh coMPrehensive schooL siXTh ForM

up to and including 20 February 2014 • Go to the ‘Forms’ section of the prospectus.

• Print and complete the Sixth Form ‘Provisional choices’ Form.

• Return the completed Form to:

The sixth Form secretary

Monmouth comprehensive school, old dixton road, Monmouth, nP25 3yT

• If you are not currently a student at Monmouth Comprehensive School, please also complete a ‘Personal Statement’.

• This can also be found within the ‘Forms’ section of the prospectus.

• Provisional choices received after 20 February will not be used to compile the subject combination blocks (please see below for further information) and so it is very important that your provisional choices form is completed as accurately as possible so that the combination of subjects that you want is catered for.

From 21 February 2014 to 19 March 2014 If you miss the 20 February deadline, please do not worry; you will still have an opportunity to join MCS Sixth Form, but you must wait until the new ‘sixth Form Block choices Form’ is available from 19 March 2014.

Sixth Form subject options will appear in ‘blocks’ on this form. The blocks will be compiled from students’ provisional choices made by 20 February 2014 (see above), to try to ensure that popular subject combinations are catered for. Using this process, we endeavour to ensure that students are able to access their first three choices.

From 19 March 2014 to 04 april 2014 • Go to the school website

www.monmouthcomprehensive .org .uk select the School Info tab, Sixth Form and then Admissions, to print the Sixth Form Block Choices Form or

• Request a Sixth Form Block Choices Form from the Sixth Form Secretary

• Complete the form according to the following instructions:

Students must not choose more than one subject from the same block. (Note that many subjects appear in more than one block, making a large variety of subject combinations possible). In the unfortunate event that your ideal combination is not possible, please discuss it with us. We will investigate whether staffing availability and overall student demand permit any further adjustments between May and September.

• Return the completed Form to:

The sixth Form secretary Monmouth comprehensive school,

old dixton road, Monmouth, nP25 3yT

• If you are not currently a student at Monmouth Comprehensive School, please also complete a ‘Personal Statement’.

• This can be found within the ‘Forms’ section of the prospectus.

From 04 april 2014 to July 2014 Please note you will still be able to join MCS Sixth Form.

Please complete your Sixth Form Block Choices Form as explained above.

However, please note that if we receive your Block Choices Form after 04 April, it is unlikely that we will be able to resolve subject clashes within blocks.

All enquiries should be directed to the Sixth Form Secretary in the first instance.


current yr 11 Mcs studentsName Form

all other students – Please fill in your details belowstudent detailsName DOB

Address Home Tel No

Postcode Current School

Email

54

Provisional Sixth Form Choices 2014/15

Two year advanced (Level 3) courses (Entry requirements normally 6A* - C at GCSE including English or Maths)

gce as/a2 Levels & BTec national Qualifications• Indicate a minimum of three options and a

maximum of five in total, from the table below. • You must rank the subjects in order of

preference with 1 being the subject you are most likely to take in Y12 and 5 being least likely, by placing the appropriate number in the box to the right of the subject. Using this process, we endeavour to ensure that all students are able to access their first three choices.

• Students may also consider combining BTEC National qualifications with each other, or with A Level subjects.

• The majority of students will study 3 AS Levels, or the equivalent BTEC, or a combination of these along with the Welsh Baccalaureate qualification.

Art & Design+

Business BTEC Subsidiary Diploma + (counts as one choice)Biology

Chemistry

Classical Civilisations+

Dance+

Design Technology+

Economics & Business+

Engineering BTEC Subsidiary Diploma+ (counts as one choice)English Language

English Literature

French

Further Maths (see note 2)

Geography+

Geology+

German

Health & Social Care BTEC Subsidiary Diploma+ (counts as one choice)Health & Social Care BTEC Diploma+ (counts as two choices & includes Subsidiary Diploma)

+ Previous study of the subject not essential.

1 Studied via a distance learning package and video conferencing with some in-school support.

2 Taught in reduced time.

Some students may also take an Open University short course via distance learning with tutorial support.

one year courses BTEC First Diploma Courses and GCSE re-sits in English & Maths will be available.

Health & Social Care BTEC Extended Diploma+ (counts as three choices & includes Subsidiary Diploma and Diploma)History+ICT+Law+ (see notes 1)MathsMusicMusic Technology+PE+PhysicsPsychology+Religious Studies (Philosophy & Ethics)+Sports Science BTEC Subsidiary Diploma+ (counts as one choice)Sports Science BTEC Diploma+ (counts as two choices & includes Subsidiary Diploma)Sports Science BTEC Extended Diploma+ (counts as three choices & includes Subsidiary Diploma and Diploma)SpanishTheatre Studies+Welsh

do noT use This ForM aFTer 20 FeBruary 2014


Full name __________________________________________________

Date of Birth ___/___/______

school __________________________________________________

please tell us about you and your interests, both in and outside of school

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

_________________________ ____________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

please tell us why you would like to join our sixth Form

______________________________________________________________

______________________________________________________________

__________ ___________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

predicted gcse grades

suBJect ___________________________________ grade _________

suBJect ___________________________________ grade _________

suBJect ___________________________________ grade _________

suBJect ___________________________________ grade _________

suBJect ___________________________________ grade _________

suBJect ___________________________________ grade _________

suBJect ___________________________________ grade _________

suBJect ___________________________________ grade _________

suBJect ___________________________________ grade _________

suBJect ___________________________________ grade _________

suBJect ___________________________________ grade _________

please tell us your current career plans

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________55

Sixth Form Personal Statement

contentsmonmouthcomprehensive.org.uk/uploads/files/2014-2015 sixth form prospectus cd.pdfenglish...

Documents